> A few years back I was setting up demos for a class and it was close
> to starting time. The room was full of students talking loudly. The last
> one to set up was Newton's rings. We do this one on a document camera and
> project it on the big screen. The instructor was off to the side waiting
> to see what it would look like. When I turned on the projector to make
> sure everything was working, the room got quiet very suddenly. It was such
> a dramatic change you couldn't help but notice. When I looked up almost
> everyone was looking at the demo on the screen with mouths agape or making
> comments about it. I'd never seen that happen before, and it's never
> happened quite like that since because I'm better about being on time. But
> whenever someone asks about the role of demos in learning I always think of
> that moment. I realize there's more to the debate than that, but it
> definitely demonstrates the ability of a good demo to grab your attention
> and stir wonder. The soap film interference demo is also in that category...
>
> Jerry
>
> At 2/5/2002 03:07 PM, you wrote:
> >It's not often that I get audible "wow"'s from kids, but today's
> >demonstration with Chladni plates (particularly the square one) brought
> >such a response - the sand was a big hit, but so was a well placed
> >strobe light.
> >
> >Any other demos really bring down the house where you live? (Actually,
> >Bill Berner's show at AAPT was pretty great. Hope some of you got to
> >see it.
> >
> >Just looking to start a fun thread....
>
> <><><><><><><><><><><><><><><><><><><><><><><><><><><><><>
>
> Jerry DiMarco
> Manager of Lecture Demonstrations and Instructional Labs
> Physics Dept.
> EPS 264
> Bozeman, MT 59717-3840
> ph: 406-994-6161
> fax: 406-994-4452